Ge 4 Midterm Module

LEARNING MODULES IN
MATHEMATICS IN THE
MODERN WORLD
[GE 4]
1|P age
Patrick Joseph N. Secillano
INTRODUCTION
Course Name MATHEMATICS IN THE MODERN WORLD
The course deals with the nature of mathematics, appreciation of its practical, intellectual,
and aesthetic dimensions, and application of mathematical tools in daily life. The course
begins with the introduction of the nature of mathematics as an exploration of patterns (in
nature and environment) and the application of inductive and deductive reasoning. By
exploring these topics, students are encouraged to go beyond the typical understanding of
Course
mathematics as merely a set of formulas but as a source of aesthetics in patterns of nature,
Description
for example, and a rich language in itself (and of science) governed by logic and reasoning.
The course proceeds to survey ways in which mathematics provides a tool for understanding
and dealing with various aspects of present-day living such as managing personal finances,
making social choices, appreciating geometric designs, understanding codes used in data
transmission and security, and dividing limited resources fairly.
Number of
Number of Contact
Units for 3 units 3 hours
Hours per week
Lecture
At the end of the course, I should be able to:
1. Discuss and argue about the nature of mathematics, what it is, how it is expressed,
represented, and used.
2. Use different types of reasoning to justify statements and arguments made about
mathematics and mathematical concepts.
3. Discuss the language and symbols of mathematics.
General
4. Use a variety of statistical tools to process and manage numerical data.
Learning
5. Analyze codes and coding schemes used for identification, privacy, and security
Outcomes
purposes.
6. Use mathematics in other areas such as finance, voting, health and medicine,
business, environment, arts and design, and recreation
7. Appreciate the nature and uses of mathematics in everyday life.
8. Affirm honesty and integrity in the application of mathematics to various human
endeavors.
Statistics is the science concerned with developing and studying methods for collecting,
analyzing, interpreting and presenting empirical data. Statistics is a highly interdisciplinary
field; research in statistics finds applicability in virtually all scientific fields and research
Module
questions in the various scientific fields motivate the development of new statistical methods
Description
and theory. In developing methods and studying the theory that underlies the methods
statisticians draw on a variety of mathematical and computational tools.
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MODULE 1 : ELEMENTARY STATISTICS
TOPIC 1 : INTRODUCTION TO STATISTICS: DATA COLLECTION
WRITER : PATRICK JOSEPH N. SECILLANO
OPENING PRAYER – UST-LEGAZPI PRAYER
Lord, in our weakness and vulnerability, bless us with your grace to soar beyond limits. Enlighten our vision
and guide our mission that we may clearly see and fully realize our quest. Keep our passion for the truth
burning and our compassion for humanity bright that we may live truly and lovingly. Keep us in harmony with
the universe that we may be joyfully one with your creation. Yet above and before all, Lord, grant us the grace
to love you with all our mind and soul and with all our heart and strength that we may praise, bless and preach
according to your will. Make us, Legazpi Thomasians, whole as a person and as a community in Your
wondrous Name, this we ask and pray with a happy and grateful memory. Amen.
MODULE INTRODUCTION AND GUIDE QUESTIONS
In statistical inquiry, it is necessary to describe what we observe about the variable of interest in a compact
manner, such as s single number or a short label. The data that we will use for analysis will be the compilation
of all these numbers or labels that we gather form persons or objects include in our study. Using numbers to
describe what we observe allows us to extract additional information from our data, or arrange these numbers
according to magnitude, or group them together. With this information, how would you classify data? What is
the difference between Qualitative and Quantitative data? How do you say so and why?
Subject Matter Specific learning Outcomes
 The VMGO and the Core  Demonstrate familiarity of the VMGO of

Values of UST – Legazpi UST – Legazpi
 State 9 core values of UST – Legazpi
 Course Syllabus  Know and familiarize the covered prelim topics.
 UST-Legazpi Prayer
 Start and end the class with a prayer.
 Prayer for Our Country
Class Mode General Instructions
 Enroll in the Google Classroom using the official UST-L email
account.
 Attend to daily scheduled synchronous classes. (OLM only)
 Online Learning Modality  Use the learning materials uploaded in performing the activity.
 Modular Learning Modality  Submit the PDF file or scanned output/modules as directed.
 Answer the Online quizzes, seat works, and etc. (OLM only)
 Messenger Group Account is created for easy dissemination of
information.
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MIDTERM
MODULE LESSONS AND THEIR CORREPSONDING COVERAGE
LEARNING OUTCOME TIME
LESSON SUBTOPIC
“I should be able to…” ALLOTTED
Variables Differentiate
 Qualitative vs Quantitative  Qualitative vs Quantitative 1 hr.
 Discrete vs Continuous  Discrete vs Continuous
 Classify Variables
 Levels of Measurement  Determine the level of 1 hr.
1 measurement of the variables
 Interpret the meaning of
Language of Statistics common statistical summations
1 hr.
 Summation  Compute the summations of
given variables
STUDY
You begin by engaging in an activity which will explore the classification of data and
its corresponding level of measurement in statistics. Give your thoughts about the
diagrams below and provide justifications.
ACTIVITY 1: GENERATING IDEAS!

Instruction A: Write a five-sentence explanation for the components of the diagrams/images given
below.
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________________________________________
Access a pdf file about Types of Data and Level of Measurement or click the link below:
________________________________________
http://samples.jbpub.com/9781284142013/9781284143997_CH01.pdf
________________________________________
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ACTIVITY 2: CLASSIFYING VARIABLES!
Instruction Classify each of the given variables according to the specified scheme. Write your answer
on the blank cell and NA if there is NO APPROPRIATE answer.
2nd column: qualitative or quantitative?
3rd column: discrete or continuous?
4th column: identify the level of measurement (nominal, ordinal, ratio or interval)
TYPE OF
TYPE OF LEVEL OF
GIVEN QUANTITATIVE
VARIABLE MEASUREMENT
VARIABLE
1. Student ID Number
2. Gender
3. Atomic Number
4. Weight in kg
5. Height in cm
6. Age of a Mother
7. Highest educational attainment
8. Body temperature
9. Civil status
10. Temperature (·C)
11. Pulse rate per minute
12. Ranks in the Philippine Army
13. Types of Personality
14. IQ
15. Aptitude
ACTIVITY 3: SOLVING SUMMATIONS

Instructions: Given the table below, analyze and evaluate the following summations. If
necessary, use a separate sheet for your solution. 2pts.
i 𝒙𝒊 𝒚𝒊
1 2 3
2 3 4
3 2 5
4 4 3
5 3 6
6 1 3
1. ∑𝟒𝒊=𝟐 𝒙𝒊 = 𝒙𝟐 + 𝒙𝟑 + 𝒙𝟒 3. ∑6𝑖=4[(𝑥𝑖 + 𝑦𝑖 ) ]2
= 𝟑+𝟐+𝟒 =𝟗
2. ∑4𝑖=1 3𝑥𝑖 4. ∑6𝑖=2(𝑥𝑖 2 + 𝑦𝑖 )
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1
5. ∑6𝑖=3(𝑦𝑖 2 + 𝑥𝑖 ) 8. ∑4𝑖=1 2 (𝑥𝑖 2 + 𝑦𝑖 )
6. ∑5𝑖=3(𝑥𝑖 ) (𝑦𝑖 ) 9. ∑3𝑖=1 5(𝑥𝑖 2 + 𝑦𝑖 )
1
7. ∑5𝑖=1(𝑥𝑖 2 + 𝑦𝑖 2 ) 10. ∑3𝑖=1 2 (𝑦𝑖 )2 (𝑥𝑖 )
CLOSURE: DATA COLLECTION
With Not Sure A Little Bit

Confidence Though Confused
LEARNING SKILLS
Differentiate
 Qualitative vs Quantitative
 Discrete vs Continuous
 Classify Variables
 Determine the level of measurement of the variables
 Interpret the meaning of common statistical summations
 Compute the summations of given variables
REFERENCES:
Books:
 Almeda, Josefina V., et.al. (2010). Elementary Statistics. The University of the Philippines Press
E. de los Santos St. UP Diliman Quezon City 1101
 Walpole, Ronald E. et.al. (2000). Probability and Statistics for Engineers and Scientists (6th ed.).
Prentice-Hall, Inc. Upper Saddle River, New Jersey.
Internet Sources:
http://homepage.stat.uiowa.edu/~rdecook/stat1010/notes/Section_2.1_2.2_data_types_and_errors.pdf
CLOSING PRAYER – PRAYER FOR OUR COUNTRY
Almighty God, bless our nation and make it true to the ideals of freedom and justice and brotherhood for all
who make it great. Guard us from war, from fire and wind, from compromise and disease from fear and
confusion. Be close to our president and statesmen; give them vision and courage, as they ponder decisions
affecting peace and the future of the world. Make us more deeply aware of our heritage; realizing not only our
rights but also our duties and responsibilities as citizens. Make this great land and all its people know clearly
Your will, that we may fulfill the destiny ordained for us in the salvation of the nations, and the restoring of all
things in Christ. Amen.
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TOPIC 2 : SAMPLE AND SAMPLING TECHNIQUES
The sample used to conduct a study is one of the most important elements of any research project. A research
sample is those who partake in any given study, and enables researchers to conduct studies of large populations
without needing to reach every single person within a population. Sample source, sample size, and how the
sample was selected all have an effect on the reliability and validity of a study’s results – that is, how much
those reading the results can trust that they will continue to produce the same results over time, and that they
represent the wider population being studied. Would you agree that the lower the margin of error, the more
valid results you will get from the given sample to represent the population? Why or Why not?

account.
information.
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LESSON SUBTOPIC
 Determine Sample Size of a given

Population
 Sample Size
 Differentiate probability & non probability
 Probability sampling techniques
Sampling
 Present cases where non probability
2 Techniques 3 hrs.
sampling techniques is used.
 Non-Probability
 Present the steps in choosing the samples
Sampling
using the probability sampling techniques
Techniques
 Choose samples from a target population
using probability sampling techniques.
STUDY
Probability sampling is more objective while Non-probability sampling is based on the
subjective judgment of the researcher rather than random selection. It is a less stringent
method. This sampling method depends heavily on the expertise of the researchers. It is
carried out by observation, and researchers use it widely for qualitative research.
SAMPLE SIZE
The sample size is the proportion of the general population that are taking part in the
study. In most cases, it's important that the sample chosen is representative of the wider
population, so that any conclusions drawn from the study can be reasonably extrapolated to
individuals who did not directly take part. A sample size is a part of the population chosen for
a survey or experiment. For example, you might take a survey of dog owner’s brand
preferences. You won’t want to survey all the millions of dog owners in the country (either
because it’s too expensive or time consuming), so you take a sample size. That may be several
thousand owners. The sample size is a representation of all dog owner’s brand preferences. If
you choose your sample wisely, it will be a good representation.
1. Conduct a census if you have a small population. A “small” population will depend on your
budget and time constraints. For example, it may take a day to take a census of a student body
at a small private university of 1,000 students but you may not have the time to survey 10,000
students at a large state university.
2. Use a sample size from a similar study. Chances are that your type of study has already been
undertaken by someone else. You will need access to academic databases to search for a study
(usually your school or college will have access).
3. Use a sample size calculator: https://www.surveysystem.com/sscalc.htm
4. Use a formula. There are many different formula you can use, depending on what you know
(or don’t know) about your population. These are Cochran's techniques and Slovin’s (Taro
Yamane’s) formula.
“You can watch the video from Khan Academy (Determining Sample Size Based on Confidence and
Margin of Error | AP Statistics | Khan Academy, 2017) for a deeper understanding of margin of error.
Here is the link: https://youtu.be/VyFs7fsWE6w “
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SLOVIN’S FORMULA
If you take a population sample, you must use a formula to figure out what sample size you
need to take. Sometimes you know something about a population, which can help you determine a
sample size. When you can use Slovin’s formula to figure out what sample size you need to take, which
is written as:
𝑁
𝑛=
1 + 𝑁𝑒 2
Where:
 n = Number of samples,
 N = Total population and
 e = margin of error; e = 1 – confidence level
Example question: How many sample do we get from a population of 1,000 people with 95% confidence
level in a survey to be conducted in Barangay Lamba, Legazpi City?
Step 1: let e = 1 – confidence level
e = 1 – 0.95 = 0.05 0r 5%
Step 2. Plug your data into the formula. In this example, we will use 5% (0.05) margin of error with a
population size of 1,000.
Solve:
1000
𝑛= = 285.714286 …
1 + (1000)(0.05)2
Step 3: Round your answer to a whole number (because you can’t sample a fraction of a person or
thing!) 285.714286 = 286
PROBABILITY SAMPLING TECHNIQUES

There are two broad sampling techniques: probability, and non-probability. Probability sampling
techniques means every unit in the population has a chance of being selected in the sample, and this
chance can be determined. Sample statistics produced are unbiased estimates of population parameters
if the sampled units are weighted according to their probability of selection. Results are generalizable
to the population. The following are the probability sampling techniques:
1. Simple Random Sampling - All members of the population have a chance of being included in the
sample. For example, a lottery sampling and using the table of random numbers.
33658965431 Note: A Sample on the random numbers will only be determined by using the
65823648362
population size and will not be exceeded on its solved sample size. Example:
37354271383
N = 4500 and n = 367; Find 1st sample and 6th sample: 1st = 3,365 and 6th =
43538463782
83906213564 3,906
2. Systematic Sampling −The sampling frame is ordered according to some criteria and elements are
selected at regular intervals through that ordered list. Involves random start and then proceeds with
the selection of every kth element from that point onwards, where k = N/n. It ensures that there is
no overrepresentation of large or small firms in the sample, but rather firms of all sizes are generally
uniformly represented.
𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑠𝑖𝑧𝑒 (𝑁) For Middle most term/s:
Formula: 𝑘 =
𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒 (𝑛) If n is odd – (n+1)th/2
If n is even – (n)th/2 and (n+2)th/2
Formula: nth = r + (n-1) k
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3. Stratified Random Sampling - This method is used when the population is too big to handle, thus
dividing N into subgroups, which are called strata is necessary. Samples per stratum are then randomly
selected, but considerations must be given to the sizes of the random samples to be selected from the
subgroups. There are two ways to get the number of samples from the subgroups: Proportional
Allocation - This process chooses sample sizes proportional to the sizes of the different subgroups or
strata Equal Allocation - This process chooses the same number of samples from each group regardless
of its size. Example: A survey to find out if families living in Municipality of WX are in favor of Charter
Change will be conducted. To ensure that all income groups are represented, respondents will be divided
into high (Class A), middle (Class B), and low-income (Class C) groups.
𝑁𝑖 𝑁𝑖 𝜎𝑖
Formula: 𝑛𝑖 = 𝑥 𝑛 or 𝑛𝑖 = 𝑁 𝜎 +𝑁 𝑥 𝑛; if sd is given
𝑁 𝑖 𝑖 (𝑖+1) 𝜎(𝑖+1) +⋯+𝑁(𝑖+𝑥) 𝜎(𝑖+𝑥)
NON-PROBABILITY SAMPLING TECHNIQUES

Non-Probability random sampling technique has the following characteristics: some units of the
population have zero chance of selection or the probability of selection cannot be accurately
determined; units are selected based on non-random criteria, e.g. quota or convenience; does not allow
the estimation of sampling error, and may be subjected to sampling bias; ideal if generalizability of
results is not that important for the study.
1. Convenient Sampling - It is also called accidental or opportunity sampling. The Sample is drawn
from a part of the population that is close to hand, readily available, or convenient. It is a non-probability
sample because some segments of the population are systematically excluded from the sample. Useful
for pilot testing, where the goal is instrument testing or measurement validation rather than obtaining
generalizable inferences.
2. Quota Sampling - The population is segmented into mutually exclusive subgroups, and then a non-
random set of observations is chosen from each subgroup to meet predefined quota. It consists of types
of quota samplings: proportional quota sampling – the proportion of respondents in each subgroup
should match that of the population; non-proportional quota sampling – don’t have to achieve a
proportional representation, but perhaps meet a minimum size in each subgroup. Neither type of
sampling will be representative of the population since whether the study is conducted in one area or
another, results may be entirely different. The non-proportional technique is even less representative of
the population but may be useful in that it allows capturing the opinions of small and underrepresented
groups through oversampling.
3. Expert Sampling - Respondents are chosen in a non-random manner based on their expertise on the
phenomenon being studied. The advantage of this is that opinions from sample experts are more credible
than a sample that includes both experts and non-expert. The result is non-generalizable to the
population.
4. Snowball Sampling - Start by identifying a few respondents that match the criteria for inclusion in
the study, then ask them to recommend others they know who also meet selection criteria. It is used
when no sampling frame is available.
Instruction B: For further learning facilitation, you may access the links below:
https://www.geopoll.com/blog/probability-and-non-probability-samples/
https://www.cvent.com/en/blog/events/sampling-demystified-probability-vs-non-probability-sampling
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APPLICATION
Answer the given real-life word problem. Show your solution based on the given
below. Organize and label your work on the space provided for.
ACTIVITY 1: PROBABILTY SAMPLING TECHNIQUES

Instructions: Read and analyze each item carefully. Solve the following word-problems by using the
appropriate probability sampling technique. Show your complete solutions. This can be done either
hand-written or encoded
1. Due to the pandemic that we are experiencing right now, a researcher (w/ IATF permit) aims
to determine the health status of the senior citizens in a certain municipality. The barangays in
the municipality have a total population of 11, 926 senior citizens. Determine how many senior
citizens will constitute the sample if the margin of error is 1%, 5%, and 10% respectively.
Which among these margin of errors is the most reliable and valid to represent the population?
And Why?
2. A researcher aims to determine the health status of the senior citizens in a certain municipality.
The 60 barangays in the municipality has a total population of 73,528 senior citizens.
 Determine how many senior citizens will constitute the sample if the margin of error
is 5%
 Determine the 2nd, 9th, and 17th units in the sample using the table of random numbers
given below.
33658965431
65823648362
37354271383
43538463782
83906213564
3. The researcher wants a systematic sampling and the sample size is 98, what is the population
size if the confidence level is 99%? Determine the following:
a. The Sampling interval
b. The first two units in the sample if the random start is 2
c. The middlemost unit/s in the sample if the random start is 5
d. The last two units in the sample if the random start is 3
4. A researcher wants a sample size of 1200 to be drawn from the population which is divided
into three strata size 𝑁1 = 8000, 𝑁2 = 4800 and 𝑁3 = 3,200. Determine the sample sizes for the
different by adopting proportional allocation
5. A population is divided into three strata so that 𝑁1 = 10, 000 𝑁2 = 4,000 and 𝑁3 = 6,000.
Respective standard deviation are 𝜎1 = 5, 𝜎2 = 20, 𝜎3 = 10. How should a sample size of n = 320
be allocated to the three strata if the researcher wants optimum allocation using disproportionate
sampling design.
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CLOSURE: SAMPLE & SAMPLING TECHNIQUES

LEARNING SKILLS
 Determine Sample Size of a given Population

 Differentiate probability & non probability sampling
techniques
 Present cases where non probability sampling techniques is
used.
 Present the steps in choosing the samples using the probability
sampling techniques
 Choose samples from a target population using probability
sampling techniques.
REFERENCES:
Internet Sources:
 https://www.geopoll.com/blog/probability-and-non-probability-samples/
 https://www.cvent.com/en/blog/events/sampling-demystified-probability-vs-non-probability-
sampling

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TOPIC 3 : DATA PRESENTATION: FREQUENCY DISTRIBUTION TABLE
burning and our compassion for humanity bright that we may live truly and lovingly. Keep us in harmony
with the universe that we may be joyfully one with your creation. Yet above and before all, Lord, grant us the
grace to love you with all our mind and soul and with all our heart and strength that we may praise, bless and
preach according to your will. Make us, Legazpi Thomasians, whole as a person and as a community in Your
A frequency distribution table displays the frequency of each data set in an organized way. It helps us to find
patterns in the data and also enables us to analyze the data using measures of central tendency and variance. The
first step that a mathematician does with the collected data is to organize it in the form of a frequency distribution
table. All the calculations and statistical tests and analyses come later. Would you think it is beneficial to the
part of the researcher to construct the frequency distribution table when n is too large? Why or why not?

account.
information.
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LESSON SUBTOPIC
 Construct the frequency

distribution table.
 Determine the class mark, the
3  Tabular Presentation 2 hrs.
boundaries & the cumulative
frequencies of a grouped
frequency distribution table.
STUDY
By now, we all know the concept of frequency of a data. But what is the meaning of
frequency of a group of data and what is frequency distribution? This module simplifies
frequency distribution table for both, grouped and ungrouped data using simple
examples.
FREQUENCY DISTRIBUTION TABLE
Step by step procedure in making a frequency distribution table
Step 1: Determine the lowest value and highest value, then solve for the Range (R):
Formula: R = Highest value – lowest value
Step 2: Solve for the Number of Classes ( C ):
Formula: C = 1 + 3.322logn
Step 3: Solve for the Class Size ( K )
Formula: K = Range (R) / Number of classes(C)
Step 4: Create the Frequency Distribution Table:
1. In class intervals,always begin with the lowest value in making the lowest class
(Example:The lowest value is 118 and the class size is 5)
The lowest class is (118-122) NOTE: Start counting from 118.
If the highest value in the raw data is NOT reached yet, add another class.
2. Tally the data based on the class they are in
3. In solving for the classmark (midpoint of the class interval): (lower limit + higher limit)/2
4. In solving for the relative frequency: frequency per class/ (n)
5. Lower boundary: Subtract 0.5 to the lower limit per class
6. Upper boundary: Add 0.5 to the higher limit per class
7. Cumultative frequency; If (<) start adding the frequencies from the lowest class to the
highest class cumulatively, and if (>) start from the highest class.
Classes Frequency Classmark Relative Lower Upper Cumulative Cumulative
1 2 3 Frequency boundaries boundaries frequency frequency
4 5 6 (<) 7 (>) 7
Step 5: Use the Frequencies and Boundaries to form a Histogram or a fequency polygon.
(Vertical: frequencies and Horizontal: class boundaries)
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APPLICATION
Answer the given word problems below. Show your solution based on the
procedures shown before. Organize and label your work on the space provided for.
Use available software resources like Microsoft Excel or SPSS if necessary.
ACTIVITY 1: FREQUENCY DISTRIBUTION TABLE
Instructions: Prepare a frequency distribution table of the statistics scores of 32 BSN students of UST-
Legazpi. Solve for (Range, K, C), then form a Histogram. This can be done either hand-written or though
MS EXCEL.
82 65 88 95 55 84 80 92
80 84 92 90 64 90 72 90
76 93 91 77 63 84 55 95
75 95 54 79 57 86 74 85
ACTIVITY 2: FREQUENCY DISTRIBUTION TABLE

Instructions: Use the given data to construct a frequency distribution table that can help you answer
the questions in this section. Solve the given raw data and show your complete solutions. And, present
it in a Frequency Polygon. This can be done either hand-written or through Microsoft Excel.
Daily temperature
31. 7 36.8 34.0 35.5 31.8 33.7
35. 1 32.2 37.4 40.0 34.6 35.3
37.0 39.6 32.0 38.1 40.1 34.1
39.0 34.8 35.6 31.8 34.9 38.0
35.0 40.1 38.5 34.8 32.9 33.2
1. How many observations are there?

2. What is the range?
3. What is the class size/interval?
4. What is the lowest class?
5. What is the highest class?
6. To which class does 35.6 belongs?
7. Which class has the highest frequency?
8. How many observations are in the lowest class?
9. The frequency table contains how many classes?
10. How many percent of the observation are within the highest class?
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REFERENCES:
Internet Sources:
 https://www.toppr.com/guides/maths/statistics/frequency-distribution/
CLOSURE: DATA PRESENTATION

LEARNING SKILLS
 Construct the frequency distribution table

 Determine the class mark, the boundaries & the cumulative
frequencies of a grouped frequency distribution table.

Almighty God, bless our nation and make it true to the ideals of freedom and justice and brotherhood for all who
make it great. Guard us from war, from fire and wind, from compromise and disease from fear and confusion. Be
close to our president and statesmen; give them vision and courage, as they ponder decisions affecting peace and
the future of the world. Make us more deeply aware of our heritage; realizing not only our rights but also our duties
and responsibilities as citizens. Make this great land and all its people know clearly Your will, that we may fulfill
the destiny ordained for us in the salvation of the nations, and the restoring of all things in Christ. Amen.
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TOPIC 4 : MEASURES OF CENTRAL TENDENCY AND VARIABILITY

The module begins with students engaging in a review of some measures of central tendency by
considering a numerical example. Students are also asked to examine both strengths and limitations
of these measures. Assessments will be given to students on their ability to calculate these measures,
and also to get an overall sense of whether they recognize how these measures respond to changes in
data values. These are all examples of real-life variability. Some degree of variation is unavoidable.
However, too much inconsistency can cause problems. If your morning commute takes much longer
than the mean travel time, you will be late for work. If the restaurant dish is much different than how
it is usually, you might not like it at all. And, if a manufactured part is too much out of spec, it won’t
function as intended.
Some variation
SubjectisMatter
inevitable, but problems occur at theSpecific
extremes. Distributions
learning Outcomeswith greater variability
produce observations with unusually large and small values more frequently than distributions with
 variability.
less The VMGO and the Core  Demonstrate familiarity of the VMGO of
account.
information.
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LESSON SUBTOPIC
 Define measure of central tendency and variability

 Differentiate mean, median & mode
 Measures of
 Differentiate range, Standard deviation and variance
Central Tendency
and Variability for  Determine the mean, median, mode, range, standard 1.5 hrs.
Ungrouped Data deviation, and variance of data sets and interpret the
4 results.
 Solve ungrouped data sets
 Measures of
 Decide the appropriate measure/s of central tendency
Central Tendency
of data sets 1.5 hrs.
and Variability for
 Solve grouped data sets
grouped Data
STUDY
Measures of central tendency and variability are possible to be solved either with
grouped and ungrouped data, study the following data, and solve what is asked.
MEASURES OF CENTRAL TENDENCY AND VARIABILITY FOR UNGROUPED DATA

1. The mean (or average) is the most popular and well-known measure of central tendency. It can
be used with both discrete and continuous data, although its use is most often with continuous
data. The mean is equal to the sum of all the values in the data set divided by the number of
∑𝑥 ∑ 𝑓𝑥
values in the data set. Formula: x̄ = 𝑛
or = 𝑛
2. The median is the middle score for a set of data that has been arranged in order of magnitude.
The median is less affected by outliers and skewed data. In getting the median follow the
following: (1) Arrange the raw data either ascending or descending order. (2) if n is odd – get
(n+1)th/2 or n is even get (n)th/2 and (n+2)th/2; then divide by them 2.
3. The mode is the most frequent score in our data set. On a histogram it represents the highest
bar in a bar chart or histogram. You can, therefore, sometimes consider the mode as being the
most popular option. Note just get the highest frequency, either unimodal, bimodal or tri-modal.
4. The range is the difference between the largest and smallest values in a set of values. R= H- L
5. The standard deviation is a quantity calculated to indicate the extent of deviation for a group as
a whole. The Standard Deviation is a measure of how spread out numbers are. SD is just the
square root of the variance. The standard deviation measures how concentrated the data are
around the mean; the more concentrated, the smaller the standard deviation.
𝚺 (𝒙−𝒙̄ )𝟐
Formula: 𝒔 = √
𝒏−𝟏
A low standard deviation indicates that the data points tend to be very close to the mean; a
high standard deviation indicates that the data points are spread out over a large range of values.
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6. The variance is the average of the squared differences from the Mean.
𝟐 𝟐 𝟐
𝚺 (𝒙−𝒙̄ ) 𝐧𝚺 𝒙 −(𝚺 𝒙)
Formula: 𝑠 = or
𝒏−𝟏 𝒏(𝒏−𝟏)
7. Coefficient of Variation is a measure of relative variability. It is the ratio of the standard
𝒔
deviation to the mean (average). Formula: cv = 𝒙𝟏𝟎𝟎%
𝒙̄
EXAMPLE: Solve for the mean, median, mode and standard deviation of the scores of 10
students in mathematics; 5, 8, 10, 10, 15, 15, 15, 10, 8, 8, and give at least one sentence
interpretation.
1. Mean = (5 + 8 +8 + 8 + 10 + 10 +10 + 15 +15 +15)/10= 10.4
The average score in Mathematics is 10.4
2. Median: (10)th/2 = 5th and (10+2)th/2 = 6th; add the two middlemost terms, then divide by 2
5, 8, 8, 8, 10, 10, 10, 15, 15, 15
Solve: (10+10)/2 = 10
The middlemost score in Mathematics is 10
3. Mode: 5, 8, 8, 8, 10, 10, 10, 15, 15, 15
The most frequent scores in Mathematics are 8, 10 and 15 (Trimodal)
4. Range = 15 -5 = 10
5. Standard deviation and Variance: Solve using a table: x̄ = 10.4
x x - x̄ (𝒙 − 𝒙̄)𝟐
5 -5.4 29.16
8 -2.4 5.76
8 -2.4 5.76
8 -2.4 5.76
10 -0.4 0.16
10 -0.4 0.16
10 -0.4 0.16
15 4.6 21.16
15 4.6 21.16
15 4.6 21.16
TOTAL 𝚺 (𝒙 − 𝒙̄ )𝟐 = 110.4
Variance
𝚺 (𝒙 − 𝒙̄ )𝟐 𝟏𝟏𝟎. 𝟒 𝟏𝟏𝟎. 𝟒
𝑠2 = = = = 𝟏𝟐. 𝟐𝟕
𝒏−𝟏 𝟏𝟎 − 𝟏 𝟗
Standard Deviation
𝟏𝟏𝟎. 𝟒
𝒔= √ = 𝟑. 𝟓𝟎
𝟗
Coefficient of Variation
𝟏𝟏𝟎.𝟒
√
𝟗
cv = x 100% = 34 %
10.4
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ACTIVITY 1: MEAN, MEDIAN, MODE – UNGROUPED
Instruction A: Use the given data sets to answer the items in this section. If hand written, make use of a
bond paper for your computations and solutions, but if encoded use (A4, Arial 11) format. Write your
answers legibly.
A. Solve for the following:
1. ∑𝒇 :________________
2. ∑𝒙 :________________
2020 Inflation Rate
3. ∑ 𝒙𝟐 :________________
4. Mean :________________ 8.2 9.2 7.9 9.9 4.2
5. Median :________________
6. Mode :________________
7. R :________________
8. s :________________
9. 𝒔𝟐 :________________
10. cv :________________
B. Solve for the following:
Absences incurred by students
11. ∑𝒇 :________________
No. of absences No. of students 12. ∑𝒙 :________________
13. ∑ 𝒙𝟐 :________________
1 9
14. Mean :________________
2 3 15. Median :________________
16. Mode :________________
3 4
17. R :________________
4 7 18. s :________________
𝟐
19. 𝒔 :________________
5 8
20. cv :________________
MEASURES OF CENTRAL TENDENCY AND VARIABILITY FOR GROUPED DATA
Instructions: Follow the given formula in solving the mean, median and mode for grouped data.
Mean Median Mode

∑ 𝑓𝑥 𝑛
𝑀𝑒𝑎𝑛 = − ∑ 𝑓𝑚−1
𝑀𝑑 = 𝐿𝑚𝑑 + 2 (𝑖) 𝑓𝑜 −𝑓1
𝑛 𝑀𝑜 = 𝑙𝑚𝑜 + (i)
𝑓𝑚 2𝑓𝑜 −𝑓1 −𝑓2
Where: 𝐿𝑚𝑑 - is the lower class boundary of the 𝑙𝑚𝑜 - is the lower class boundary of the
f – frequency median group modal class
x – classmark / midpoint n - is the total number of frequency 𝑓1 - is the frequency of the group before
n – total number of frequency ∑ 𝑓𝑚−1 - is the cumulative frequency of the modal class
the groups before the median group 𝑓𝑜 - is the frequency of the modal class
𝑓𝑚 -is the frequency of the median group 𝑓2 -is the frequency of the group after
i - is the class width/size the modal class
i -is the class width/size
Please access the link below for further learning facilitation

https://www.mathsisfun.com/data/frequency-grouped-mean-median-mode.html
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RANGE
R = Highest value – Lowest value
VARIANCE
COEFFICIENT OF VARIATION
𝑠 2
𝐧 𝚺𝐟𝒙𝟐 − (𝚺𝐟𝐱)𝟐
cv = 𝑥100%
𝑥̄ 𝑠 =
𝑛(𝑛 − 1)
s = standard deviation Get the square root for “s”
x̄ = mean
ANALYSIS
By following the given formula, answer the given table and solve based on what
is asked. Please show your complete solution. To answer the activity below, please
see the example shown in the learning material provided.
ACTIVITY 2: MEAN, MEDIAN, MODE (Grouped)
Monthly Water Consumption (per cubic meter)
Consumption Intervals No. of families
60-74 11
75-89 9
90-104 6
105-119 9
120-134 5
A. Answer the following:
1. Modal class : ______________________________
2. Median class : ______________________________
3. Class size : ______________________________
4. Modal class lower boundary : ______________________________
5. Median class lower boundary : ______________________________
6. 𝑓𝑜 : ______________________________
7. 𝑓1 : ______________________________
8. 𝑓2 : ______________________________
9. 𝑓𝑚 : ______________________________
10. 𝑀𝑜𝑑𝑒 : ______________________________
11. 𝑀𝑒𝑎𝑛 : ______________________________
12. 𝑀𝑒𝑑𝑖𝑎𝑛 : ______________________________
13. 𝑅 : ______________________________
14. s : ______________________________
15. 𝑠 2 : ______________________________
16. 𝑐𝑣 : ______________________________
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CLOSURE: MEASURES OF CENTRAL TENDENCY AND VARIABILITY

LEARNING SKILLS
 Define measure of central tendency and variability


Differentiate mean, median & mode

Differentiate range, Standard deviation, variance and
coefficient variation
 Determine the mean, median, mode, range, standard
deviation, and variance of data sets and interpret the results.
 Solve ungrouped data sets and grouped sets
 Decide the appropriate measure/s of central tendency of data
sets
REFERENCES:
Internet Sources:
 https://www.riosalado.edu/web/oer/WRKDEV100-
20011_INTER_0000_v1/lessons/Mod05_MeanMedianMode.shtml#:~:text=To%20calculate%2
0the%20mean%20of,the%20value%20of%20the%20mean.
 https://www.mathsisfun.com/data/frequency-grouped-mean-median-mode.html

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TOPIC 5 : NORMAL DISTRIBUTION
STUDY
Properties of a Normal Distribution The mean, median, and mode are equal. The normal curve
is bell-shaped and symmetric about the mean. The total area under the curve is equal to one.
The normal curve approaches, but never touches the x-axis as it extends farther and farther
away from the mean
INTRODUCTION: MEASURES OF NORMALITY/ NORMAL DISTRIBUTION

A. What is Normal Distribution?
A normal distribution is a bell-shaped frequency distribution curve. Most of the data values in
a normal distribution tend to cluster around the mean. The further a data point is from the mean, the less
likely it is to occur. There are many things, such as intelligence, height, and blood pressure that naturally
follow a normal distribution.
B. What are the Characteristics of a Normal Distribution?
Here, we see the four characteristics of a normal distribution. Normal distributions are symmetric,
unimodal, and asymptotic, and the mean, median, and mode are all equal. A normal distribution is
perfectly symmetrical around its center. That is, the right side of the center is a mirror image of the left
side. There is also only one mode, or peak, in a normal distribution. Normal distributions are continuous
and have tails that are asymptotic, which means that they approach but never touch the x-axis. The
center of a normal distribution is located at its peak, and 50% of the data lies above the mean, while
50% lies below. It follows that the mean, median, and mode are all equal in a normal distribution.
C. What is the empirical rule?

Now, look at the line that says standard deviations (SD). You can see that 34.13% of the data lies
between 0 SD and 1 SD. Since a normal distribution is perfectly symmetric, it follows that 34.13% of
the data lies between -1 SD and 0 SD. If you continue to add the percentages together, you will see that
on either side:
Approximately 68.26% of the data lies within 1 SD of the mean
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EMPIRICAL RULE IN NORMAL DISTRIBUTION
68.26%
95.44%
99.72%
-5 -4 -3 -2 -1 0 1 2 3 4 5
DIRECT INSTRUCTION A: CONVERSION OF RAW SCORE TO Z-SCORE

The standard score or z-score measures how many standard deviation a given value (x) is above
or below the mean. The z-scores are useful in comparing observed values. A positive z-score indicates
that the score or observed value is above the mean, whereas a negative z-score indicates that the score
or observed value is below the mean.
 Z scores are a way of determining the position of a single score under the normal curve.
 Measured in standard deviations relative to the mean of the curve.
 The Z-score can be used to determine an area under the curve known as a probability.
𝑥− x̄
 Formula for sample: 𝑧 =
𝑠
Where: z – standard score, x – raw score, x̄ – sample mean, s – sample standard deviation
𝑥− µ
 Formula for population: 𝑧 =
𝜎
Where: z – standard score, x – raw score,µ – population mean, 𝜎 – population standard deviation
Example #1: On a sample final examination in integral calculus, the mean was 75 and the
standard deviation was 12. Determine the standard score of a student who received a score of 60
assuming that the scores are normally distributed.
𝑥− x̄ 60−75
Solve:𝑧 = = = −𝟏. 𝟐𝟓, This indicates that 60 is 1.25 standard deviations below the mean
𝑠 12
Example #2: On the first periodic exam in statistics, the population mean was 70 and the
population standard deviation was 9. Determine the standard score of a student who got a score of 88
assuming that the scores are normally distributed.
𝑥− µ 88−70
Solve: 𝑧= = = 𝟐, This indicates that 88 is 2 standard deviations above the mean.
𝜎 9
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AREA OF THE NORMAL CURVE (Z-SCORES)
The graph of the normal distribution depends on two factors - the mean and the standard deviation. The
mean of the distribution determines the location of the center of the graph, and the standard deviation
determines the height and width of the graph. All normal distributions look like a symmetric, bell-
shaped curve, the normal distribution is a continuous probability distribution. This has several
implications for probability.
 The total area under the normal curve is equal to 1.

 The probability that a normal random variable X equals any particular value is 0.
 The probability that X is greater than a equals the area under the normal curve bounded by a
and plus infinity (as indicated by the non-shaded area in the figure below).
 The probability that X is less than a equals the area under the normal curve bounded by a and
minus infinity (as indicated by the shaded area in the figure below).
CASE 1 CASE 2
z = 0 and z = ± a z = a and z = b or z = -a and z = -b (both on
Note: Just determine the area on the z table. the same side)
Note: Subtract the areas of two z-scores.
CASE 3 CASE 4
z = a and z = -b or z = -a and z = b (on z = a (to the right) or z = -a (to the left)
different sides) Note: Subtract 0.5 to the Area
Note: Add their areas.
CASE 5
z = - a (to the right) or z = a (to the left)
Note: Add 0.5 to the Area
Note: NO AREA is negative
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EXAMPLE #1: Find the area between z = -1.5 and z = - 2.5
Step 1: Use CASE 2: z scores are both on the same side.
Step 2: Sketch the normal curve and plot the z-scores.
-2.5 -1.5 0
Step 3: Look for the area of the z-scores in the z-table: Note: Negative sign in z-scores is
just a notation that they are plotted on the left side of the curve.
Area of -1.5 = 0.4332 and Area of -2.5 = 0.4938
Step 4: Solve: USE CASE 2
A = 𝐴2 − 𝐴1
A = 0.4938 – 0.4332
A = 0.0606 or 6.06%
Step 5: Interpret: The area between z = -1.5 and z =-2.5 is 0.0606 or 6.06%
EXAMPLE # 2: Find the area to the right of z = -1.8
Step 1: Use CASE 5: z = -a (to the right)
Step 2: Sketch the normal curve and plot the z-scores
-1.8
Step 3: Look for the area of the z-score in the z table.
Area of -1.8 = 0.4641
Step 4: Solve: USE CASE 5: Add 0.5
A = 𝐴2 + 𝐴1
A = 0.4641 + 0.5
A = 0.9641 or 96.41%
Step 5: The area to the right of z = -1.8 is 0.9641 or 96.41%
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EXAMPLE #3: The mean height of 2nd Year 2B students at UST-Legazpi is 164 cm and the standard
deviation is 10 centimeters. Assuming the heights are normally distributed, what percent of the heights
is greater than 168 centimeters?
Step 1: Convert 168 to z-score
𝑥−x̄
z= 𝑠
168−164
z = = 10
z = 0.4
Step 2: Sketch the normal curve:
0 0.4
164 168
Step 3: Find the area of z = 0.4 in the z table.
Area of 0.4 = 0.1554
Step 4: Solve using CASE 4: Subtract 0.5

A = 𝐴2 − 𝐴1
A = 0.5 - 0.1554
A = 0.3446 or 34.46%
Step 5: 34.46% of the heights are greater than 168 centimeters.
APPLICATION
In this activity you will determine the area of the normal curve in each of the following
cases. Also convert the following areas into percentage. Use the available software
applications if necessary (Microsoft Excel or SPSS).
ACTIVITY 1: AREA OF THE NORMAL CURVE (Z-SCORES)

Instructions: Sketch and find the area of the normal curve given the following z-scores.
Rubrics:
5 points: Correct answer and complete solution
4 points: Correct answer and incomplete solution
3 points: Complete solution, but incorrect answer
2 points: Incorrect answer and incomplete solution
1 point: Attempted to answer
0 point-: No attempt at all
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A. Using the z-table find the area of the normal curve in each of the following cases:
1. Between z = 0 and z = 1.63
2. Between z = 1.56 and z = 2.51
3. Between z = -0.76 and z = 1.35
4. To the right of z = -1.31
5. To the left of z = 1.85
B. Graph the following word problems. (5 points each)
1. Sketch a normal curve that has a mean of 15 and a standard deviation of 4. On the same x
–axis, sketch another normal curve that has a mean of 25 and a standard deviation of 4.
Describe the normal curves.
2. Sketch the normal curve that has a mean of 40 and a standard deviation of 5. On the same
axis, sketch another normal curve that has a mean of 60 and a standard deviation of 6.
Describe the two normal curves.
3. ANALYSIS
4. The normal distribution is a probability function that describes how the values of a variable
5. are distributed. It is a symmetric distribution where most of the observations cluster around the
central peak and the probabilities for values further away from the mean taper off equally in
both directions. Most word problems in normal distribution are associated in real-life.
ACTIVITY 2: SOLVING WORD PROBLEMS.
Instructions: Read and analyze each word problem carefully, Sketch the following normal curve and
interpret the results.
Rubrics:
10 points: Correct answer and complete solution
8 points: Correct answer and incomplete solution
6 points: Complete solution, but incorrect answer
4 points: Incorrect answer and incomplete solution
2 point: Attempted to answer
0 point-: No attempt at all
1. In a certain factory of rags, the time it takes for the workers to finish one rag is normally
distributed with a mean of 27 minutes and a standard deviation of 8 minutes.
a. Find the percentage of rags that will be finished in less than 25 minutes
b. Find the percentage of rags that will be finished in more than 33 minutes.
c. Find the proportion of rags that will be finished between 19 minutes and 31 minutes.
d. If 10,000 rags are produced in a day, how many are done in less than 25 minutes?
2. The scores of the students in the final examination in Advanced Algebra are normally
distributed with a mean of 72 and a standard deviation of 8.
a. Find the percentage of students who scored less than 60.
b. Find the percentage of students who scored more than 70.
c. Find the percentage of students who scored between 82 and 86.
d. Above what score do you find the upper 10% of the students’ scores?
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3. In a Calculus test, the mean score is 42 and the standard deviation is 5. Assuming the scores are
normally distributed, what percent of score is:
a. Greater than 48
b. Less than 50
c. Between 30 and 48
CLOSURE: NORMAL DISTRIBUTION

LEARNING SKILLS
 Enumerate and Illustrate the characteristics of a normal

distribution
 Convert raw scores to z-scores & vv.
 Determine the area under the normal curve

 Solve real-life word problems involving the area of a normal
curve.
REFERENCES: Books:
 Mercado, Jesus et.al. (2015). Next Century Mathematics: Statistics and Probability. Phoenix
Publishing House Inc. Quezon City.
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THE Z-TABLE
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TOPIC 6 : CORRELATION AND LINEAR REGRESSION
We all encounter change in our everyday lives, and statistical thinking can give us a useful way to incorporate
this change into our decision-making, especially that change is inevitable, but it is very important to know the
concepts first before dealing in a large scale. Statistics provides us with the tools we need to convert massive
data volumes into pertinent information that we can use to make better and sensible decisions. Information
empowers us to make intelligent choice. Why is it important to learn how to collect, present, organize, analyze,
and interpret data? And why data should be categorized and quantified?

account.
information.
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LEARNING OUTCOME
LESSON SUBTOPIC TIME ALLOTTED
“I should be able to…”
 Define & Present Measures

of Association
o Pearson’s Product
Moment Coefficient
Correlation;
6  Correlation & Linear
o Spearman’s Rho Rank 3 hrs.
Regression
Correlation;
 Use appropriate test
statistic in determining the
strength of relationship
between two variables.
STUDY – A (PEARSON PRODUCT MOMENT CORRELATION COEFFICIENT)

The strength of relationship was only estimated and described visually based on the dots
plotted on the xy coordinate plane. The Pearson Product Moment Correlation Coefficient,
denoted by r, measures the strength of the linear relationship. To find r, the following is used.
𝑛(𝛴𝑥𝑦) − (𝛴𝑥)(𝛴𝑦)
𝑟=
√[𝑛(𝛴𝑥 2 ) − (𝛴𝑥)2 ][𝑛(𝛴𝑦 2 ) − (𝛴𝑦)2 ]
Where:
n = number of paired values
𝛴𝑥 = sum of x values
𝛴𝑦 = sum of y values
𝛴𝑥𝑦 = sum of the products of paired values x and y
𝛴𝑥 2 = sum of squared x-values
𝛴𝑦 2 = sum of squared y-values
The value r ranges from +1 to -1. If the value of r is exactly +1, then the variables has a perfect
positive correlation. If it is exactly equal to -1, then the variable has a perfect negative correlation. A
value of r that is close to +1 indicates a strong positive correlation, and a value of r that is close ti -1
indicates a strong negative correlation.
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The following table for interpretation of r can be used in interpreting the degree of linear
relationship existing between the two variables.
Value of r Strength of Correlation
+1 Perfect positive correlation
+0.71 to +0.99 Strong positive correlation
+0.51 to +0.70 Moderately positive correlation
+0.31 to +0.50 Weak positive correlation
+0.01 to +0.30 Negligible positive correlation
0 No correlation
-0.01 to -0.30 Negligible negative correlation
-0.31 to -0.50 Weak negative correlation
-0.51 to -0.70 Moderately negative correlation
-0.71 to -0.99 Strong negative correlation
-1 Perfect negative correlation
STUDY – B (SPEARMAN’s RANK CORRELATION COEFFICIENT)

The Spearman rank-order correlation coefficient (Spearman-rho) is a non-parametric measure
of the strength and direction of association that exists between two variables measured on at
least an ordinal scale. It is denoted by the symbol rs (or the Greek letter ρ, pronounced rho),
the formula is given below:
𝟔𝜮𝒅𝟐
𝒑= 𝟏−
𝒏(𝒏𝟐 − 𝟏)
Where:
𝑑 = difference in the ranks of each pair

𝑛 = number of pairs being correlated
The Spearman’s rho can take values from +1 to -1. The value of +1 indicates a perfect
positive correlation between the two ranked variables and a value of -1 indicates a perfect
negative correlation. The closer the value of Spearman rho is to zero, the weaker the correlation
between the ranks, and a zero values indicates no correlation between the ranks. The table that
was used to interpret Pearson r may be used to interpret Spearman’s rho.
EXAMPLES
A measure of association quantifies the relationship between exposure and disease among
the two groups. Examples of measures of association include risk ratio (relative risk), rate
ratio, odds ratio, and proportionate mortality ratio.
Example 1: The table shows the time in hours spent in studying (x) by six sophomore architecture
students and their scores on a test (y). Solve for the Pearson Product Moment Correlation (r).
x 1 2 3 4 5 6
y 5 10 15 15 25 35
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SOLUTION:
Step 1: Construct a table of values.
x y xy 𝑥2 𝑦2
1 5 5 1 25
2 10 20 4 100
3 15 45 9 225
4 15 60 16 225
5 25 125 25 625
6 35 210 36 1,225
Σx = 21 Σy=105 Σxy=465 2
Σ𝑥 = 91 Σ𝑦 2 =2,425
Step 2: Use the formula, where n = 6
𝑛(𝛴𝑥𝑦) − (𝛴𝑥)(𝛴𝑦)
𝑟=
√[𝑛(𝛴𝑥 2 ) − (𝛴𝑥)2 ][𝑛(𝛴𝑦 2 ) − (𝛴𝑦)2 ]
6(465) − (21)(105)
𝑟=
√[6(91) − (21)2 ][6(2,425) − (105)2 ]
585
𝑟= = 0.96157 𝑜𝑟 𝟎. 𝟗𝟔𝟐
√370,125
Interpretation: It indicates that there is a strong positive correlation between the time in hours spent in
studying and the scores on a test.
Example 2: In a regional finals for the mathematical device, two judges were asked to rank eight
contestants (A, B, C,…, H) based on their over-all performance. Calculate Spearman’s rank correlation
coefficient and determine how strong the correlation is between the scores of the two judges. The table
shows the resulting ranks.
A B C D E F G H
First Judge(x) 5 2 4 3 6 1 8 7
Second Judge (y) 3 4 5 2 6 1 7 8
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Solution: n =8
Contestants x y d 𝑑2
A 5 3 2 4
B 2 4 -2 4
C 4 5 -1 1
D 3 2 1 1
E 6 6 0 0
F 1 1 0 0
G 8 7 1 1
H 7 8 -1 1
Σ𝑑 2 = 12
𝟔𝜮𝒅𝟐
𝒑= 𝟏−
𝒏(𝒏𝟐 − 𝟏)
𝟔(𝟏𝟐)
𝒑=𝟏−
𝟖(𝟖𝟐 − 𝟏)
𝟕𝟐
𝒑=𝟏− = 𝟎. 𝟖𝟓𝟕𝟏
𝟓𝟎𝟒
Interpretation: It indicates that there is a strong positive correlation between the scores of the two
judges.
ANALYSIS
Correlation in statistics, any of various factors or coefficients used to quantify a relationship
between two or more variables. This is used in various fields of research but are especially
common in the areas of epidemiology and psychology, where they frequently are used to quantify
relationships between exposures and diseases or behaviors.
ACTIVITY 1: SOLVING WORD-PROBLEMS
Instruction: Read and analyze each word problem carefully and follow the step-by-step procedure being
presented above. Write your answer and complete solution on your answer sheets.
1. Ten freshmen civil engineering students took a test in Mathematics (x) and Chemistry (y). Their
scores are found below. Compute the correlation coefficient and interpret the results.
x 12 15 8 10 6 10 11 5 7 9
y 13 16 7 11 9 12 9 6 8 9
2. Listed below are heights in centimeters and weights in kilograms of six professors. Solve for
the Pearson product correlation coefficient, and interpret the results.
Professor a b c d e f
Height (in cm) 160 162 167 158 167 170
Weight (in kg) 50 59 63 52 65 68
35 | P a g e
3. In the table below are the scores of the students in General Mathematics and Physics. Calculate
the correlation using the Spearman’s rho and interpret the results.
Student Gen. Math Physics
1 18 10
2 17 8
3 14 14
4 13 12
5 10 10
6 12 8
7 10 9
8 6 7
CLOSURE: CORRELATION AND LINEAR REGRESSION

LEARNING SKILLS
 Define & Present Measures of Association

o Pearson’s Product Moment Coefficient
Correlation;
o Spearman’s Rho Rank Correlation;
 Use appropriate test statistic in determining the
strength of relationship between two variables.
REFERENCES:
 Mercado, Jesus et.al. (2015). Next Century Mathematics: Statistics and Probability. Phoenix
Publishing House Inc. Quezon City.
 Ocampo, Shirlee R. et.al. (2017). Probability and Statistics, and Applications. ABIVA Publishing
House Inc. Abiva Bldg., Araneta Ave. Quezon City
36 | P a g e
MIDTERM PERFORMANCE TASK
Instruction A: As a rookie researcher, you are to describe the given data on the table below. It shows
the Personal Data of the 30 members of the Senior Citizens Association of Legazpi. Follow the
directions stated:
1. Choose a quantitative variable from the given data set.
2. Construct a quantitative frequency distribution table.
3. Solve for the Measures of Central Tendency and Variability.
4. Construct a histogram for the given data.
5. Give a three-sentence interpretation based on the given result of descriptive measures.
Receiving Gross Monthly Number of

No. Gender Age Monthly Pension Income (in thousand years as
(Y/N) pesos) member
1 F 61 Y 45.0 1
2 F 64 Y 26.3 2
3 M 74 N 33.5 10
4 M 80 N 50.0 12
5 F 63 Y 18.4 2
6 F 71 Y 30.0 9
7 F 75 N 41.0 2
8 M 64 N 10.1 3
9 M 65 N 46.5 5
10 F 68 Y 18.0 3
11 F 71 Y 34.2 6
12 F 63 Y 73.1 2
13 F 72 Y 15.6 11
14 M 76 Y 17.4 11
15 F 69 N 33.8 8
16 M 70 Y 35.1 9
17 M 74 Y 18.6 6
18 F 68 Y 65.7 8
19 F 70 N 19.6 3
20 M 65 Y 53.0 2
21 M 64 Y 18.4 1
22 F 62 Y 27.8 1
23 F 63 N 33.4 2
24 M 68 N 38.0 5
25 M 67 Y 37.6 5
26 M 69 N 50.4 7
27 F 68 Y 44.3 4
28 F 66 N 36.7 3
29 F 63 N 18.0 2
30 M 64 Y 63.2 2
37 | P a g e

Ge 4 Midterm Module

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LEARNING MODULES IN

Course Name MATHEMATICS IN THE MODERN WORLD

OPENING PRAYER – UST-LEGAZPI PRAYER

Subject Matter Specific learning Outcomes

 The VMGO and the Core  Demonstrate familiarity of the VMGO of

ACTIVITY 1: GENERATING IDEAS!

ACTIVITY 3: SOLVING SUMMATIONS

6. ∑5𝑖=3(𝑥𝑖 ) (𝑦𝑖 ) 9. ∑3𝑖=1 5(𝑥𝑖 2 + 𝑦𝑖 )

CLOSURE: DATA COLLECTION

With Not Sure A Little Bit

CLOSING PRAYER – PRAYER FOR OUR COUNTRY

OPENING PRAYER – UST-LEGAZPI PRAYER

Subject Matter Specific learning Outcomes

 The VMGO and the Core  Demonstrate familiarity of the VMGO of

LEARNING OUTCOME TIME

 Determine Sample Size of a given

PROBABILITY SAMPLING TECHNIQUES

NON-PROBABILITY SAMPLING TECHNIQUES

ACTIVITY 1: PROBABILTY SAMPLING TECHNIQUES

With Not Sure A Little Bit

 Determine Sample Size of a given Population

CLOSING PRAYER – PRAYER FOR OUR COUNTRY

OPENING PRAYER – UST-LEGAZPI PRAYER

Subject Matter Specific learning Outcomes

 The VMGO and the Core  Demonstrate familiarity of the VMGO of

LEARNING OUTCOME TIME

 Construct the frequency

ACTIVITY 2: FREQUENCY DISTRIBUTION TABLE

1. How many observations are there?

CLOSURE: DATA PRESENTATION

With Not Sure A Little Bit

 Construct the frequency distribution table

CLOSING PRAYER – PRAYER FOR OUR COUNTRY

OPENING PRAYER – UST-LEGAZPI PRAYER

MODULE INTRODUCTION AND GUIDE QUESTIONS

LEARNING OUTCOME TIME

 Define measure of central tendency and variability

MEASURES OF CENTRAL TENDENCY AND VARIABILITY FOR UNGROUPED DATA

Mean Median Mode

Please access the link below for further learning facilitation

With Not Sure A Little Bit

 Define measure of central tendency and variability

CLOSING PRAYER – PRAYER FOR OUR COUNTRY

INTRODUCTION: MEASURES OF NORMALITY/ NORMAL DISTRIBUTION

C. What is the empirical rule?

DIRECT INSTRUCTION A: CONVERSION OF RAW SCORE TO Z-SCORE

 The total area under the normal curve is equal to 1.

Note: NO AREA is negative

Step 1: Convert 168 to z-score

Step 4: Solve using CASE 4: Subtract 0.5

ACTIVITY 1: AREA OF THE NORMAL CURVE (Z-SCORES)

2. Between z = 1.56 and z = 2.51

3. Between z = -0.76 and z = 1.35

4. To the right of z = -1.31

5. To the left of z = 1.85

B. Graph the following word problems. (5 points each)

CLOSURE: NORMAL DISTRIBUTION

With Not Sure A Little Bit

 Enumerate and Illustrate the characteristics of a normal

 Determine the area under the normal curve

OPENING PRAYER – UST-LEGAZPI PRAYER

Subject Matter Specific learning Outcomes